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INTRODUCTION
Rationale of the study
English has emerged as a global language, playing a crucial role in various aspects of life, including communication, travel, culture, and trade In our interconnected world, English proficiency is essential for meaningful engagement on a global scale Consequently, the primary goal of English education is to equip students with effective communication skills As noted by Hoang Van Van (2016), the focus of foreign language teaching and learning is centered on enhancing communication abilities.
"we can understand them, and they can understand us"
Listening skills are essential for students to communicate fluently in a target language Alongside other language skills, effective listening is crucial for enhancing communication abilities The goal of language learning and teaching is to equip students with both linguistic knowledge and the confidence to communicate effectively Consequently, proficiency in listening skills is vital for achieving this objective Thus, finding ways to improve students' communicative competence is of utmost importance.
There is a noticeable gap between societal expectations and the language competency of students, particularly among Vietnamese students in rural areas, who often struggle with English listening skills Scholars have identified several reasons for this low proficiency, with Brown (2000) noting that the emphasis on speaking as the primary indicator of language proficiency may detract from the development of listening skills Additionally, listening is generally perceived as a challenging skill for learners of English as a second or foreign language, resulting in many high school graduates, even those with strong written examination scores, lacking proficiency in listening comprehension.
In Vietnamese education, students' low English listening ability is largely attributed to the infrequent assessment of this skill in secondary schools, leading to a lack of focus on its development Consequently, graduates often exhibit poor listening competence Research into English listening instruction in state schools, particularly in rural areas, reveals that students prioritize grammar and reading over speaking, writing, and listening skills This highlights the urgent need for language teachers to adopt effective methods to address this issue Additionally, there is a scarcity of research on alternative assessment methods, such as portfolios, in Vietnamese high schools To explore this further, the author conducted a study titled “Using Listening Portfolios to Improve English Listening Skill for Students at an Upper Secondary School in Thai Binh: An Action Research Project.” This research aims to enhance students' awareness of their listening challenges and propose solutions to improve their proficiency, while also providing guidance for teachers interested in implementing portfolio assessments in their classrooms.
Aims and Objectives of the study
This study aims to enhance the listening skills of grade 10 students at an Upper Secondary School in Thai Binh Province through the use of listening portfolios, employing Action Research as the primary methodology To accomplish this goal, the study establishes specific objectives.
- finding out the students‟ attitudes towards the use of listening portfolios in English lessons
- justifying the impacts of listening portfolios on the students‟ listening skills
- finding out the students' difficulties when implementing listening portfolios.
Research questions
Based on the reviewed literature and the overarching objectives of the study, the following research questions are posed:
1 What are the students'attitudes towards listening portfolios?
2 To what extent do listening portfolios help to improve the students‟ English listening skills?
3 What are the students' difficulties when implementing listening portfolios? The assumption underlying these above-mentioned research questions is that portfolio application can bring positive impacts to the development of students‟ listening skills as well as students' learning attitudes.
Theoretical and practical significance of the research
This study aims to enhance the theoretical framework surrounding the use of portfolios in the development of English listening skills, specifically within the setting of a public high school in Thai Binh.
This action research aims to enhance English teaching and learning practices in Vietnamese high schools The study's findings will serve as a valuable reference for English teachers, helping them better understand their students and improve their teaching methods.
- Teachers can improve the quality of listening lessons by adopting listening portfolios
- Students are more involved in listening activities, and students‟ listening proficiency can be improved as a direct result
- The use of listening portfolios is expected to serve as a recommended activity in English listening lessons.
Scope of the study
This research examines the effects of listening portfolios on the listening skills of 10th-grade students at a high school in Thai Binh The primary objective is to evaluate the effectiveness of using portfolios to enhance students' listening abilities, without addressing their academic progress in other language skills such as speaking, reading, or writing Additionally, the study does not consider other factors that may influence students' listening proficiency.
Research methodology
The study utilized action research methods, incorporating questionnaires, teacher's journals, and listening tests to gather data from students This approach combined both qualitative and quantitative data collection and analysis techniques A total of 42 grade 10 students completed questionnaires aimed at identifying their motivational patterns and the factors influencing their English listening skills Additionally, both control and experimental groups participated in pre-tests and post-tests to assess their English listening performance before and after the intervention.
Listening portfolios will be implemented directly in the classroom where the researcher teaches Following the research, the effects of these portfolios will be evaluated, leading to conclusions and recommendations.
Structure of the thesis
The study entitled “Using Listening Portfolios to Improve English Listening
Skill for Students at an Upper Secondary School in Thai Binh: An action research project” is divided into five chapters which are presented as follows:
Chapter 1 serves as the introduction, outlining the study's rationale and objectives, along with the research questions and methodology It highlights the significance and scope of the study while also detailing its organizational structure.
Chapter 2 provides a comprehensive literature review and theoretical background, focusing on key concepts such as teaching listening, the use of listening portfolios, and their application in English lessons.
● Chapter 3 is the research methodology which illustrates information about the context of the research, the participants, the research instruments, and the research procedure
● Chapter 4 is the Data analysis and Findings which presents the data collection procedure and data analysis procedure, reports and discusses the main findings of the research
Chapter 5 serves as the conclusion, offering the author's reflections and summarizing the research outcomes It also highlights the study's limitations and provides suggestions for future research endeavors.
Summary
This chapter outlines the essential elements of the study, including its rationale, aims, objectives, significance, and scope It also presents the research questions, methodology, and the overall structure of the research.
LITERATURE REVIEW AND THEORETICAL
Theoretical background of Listening Comprehension
English listening is often seen as a difficult skill for language learners, but it is essential for effective communication Listening involves accurately perceiving and interpreting messages during communication, making it fundamental to successful interactions According to the Routledge Encyclopedia of Language Teaching and Learning (2000:373), listening comprehension is a complex process influenced by various factors.
Listening is defined by scholars in various ways, emphasizing its complexity beyond merely receiving sounds Brown (2000) describes listening as an "interactive process" that involves cognitive and affective activities from the listener Buck (2001) highlights that it encompasses the ability to process extended samples of realistic L2 speech, allowing learners to understand linguistic information and make inferences Wills (2003) adds that listening involves identifying and comprehending what others say, which includes recognizing accents, grammar, vocabulary, and meaning A proficient listener can integrate these skills simultaneously, showcasing the multifaceted nature of effective listening.
Listening is an active skill that requires the application of various strategies to comprehend messages effectively The process of listening comprehension involves processing phonetic language information and constructing meaning from a continuous stream of sound, relying on the listener's syntactic, phonetic, and semantic knowledge of the language Consequently, listening is recognized as a highly active process, distinguishing it from mere hearing.
“hearing", which is "the activity of just receiving sound waves” Jones et al (2008:
104) defines listening as "a selective process" by which listeners received the sounds and then critically interpreted, and acted upon them on the basis of the obtained audible data
Hearing is a passive process where sounds are perceived physiologically, while listening is an active process that involves interpreting both verbal and non-verbal cues In listening, individuals analyze the information received, form their own interpretations, and provide feedback on what they have heard.
Listening is a vital component of effective communication, serving as an active and interactive process that demands significant engagement from the brain and considerable effort from listeners.
According to Brown (2000), listening comprehension involves eight key processes Initially, the hearer processes and stores information in short-term memory Next, the hearer identifies the type of speech event and interprets the message The speaker's intention is inferred by considering the speech event, context, and content, while the hearer also recalls background knowledge for comparisons Additionally, both the literal and intended meanings of the utterance are inferred The hearer then decides which information to retain in short-term versus long-term memory, ultimately deleting the original form of the received message from memory.
Brown (2003:119) discusses the brain's processes during listening, noting that while these processes are not distinctly categorized into eight stages, they generally align with the previously mentioned stages.
- "Recognize speech sounds and hold a temporary “imprint” of them in short- term memory"
- "Determine the type of speech event that is being processed and attend to its context"
- "Use (bottom-up) linguistic decoding skills and/ or (top-down) background schema to bring a plausible interpretation to the message, and assign a literal and intended meaning to the utterance"
- "In most cases, delete the exact linguistic form in which the message was originally received"
According to Buck (2001: 49), listening comprehension in both first and second languages is fundamentally similar, as there is no evidence to suggest that the processes involved in second-language listening differ from those in first-language listening.
Listening is the skill of receiving, understanding, interpreting, and responding to messages from speakers This process involves various elements, including the listener's ability, the content of the message, the context in which it is delivered, and the listener's memory.
Listening is an essential communication skill that involves interpreting spoken language through phonetic and syntactic features, as well as the context of the conversation Key components of listening comprehension include the listeners' ability to recognize sound discourses, which helps them grasp individual words and the overall syntax of the message Additionally, understanding the listening context allows listeners to comprehend the real-world situation of the conversation, make inferences, and connect concepts to accurately interpret the speakers' intended messages.
2.1.2 Teaching and learning listening skill
Different scholars have identified two primary approaches to teaching listening skills: the bottom-up approach and the top-down approach According to Brown (2001), the bottom-up technique emphasizes the analysis of words, sounds, intonation, and grammatical structures, while the top-down technique focuses on activating prior knowledge and deriving meaning from context Wilson (2008) supports this classification, stating that the bottom-up model involves decoding phonemes and syllables to understand meaning, whereas the top-down model relies on predictions based on the listener's existing knowledge The debate over which model is more effective for listening to foreign languages continues, with some researchers criticizing the bottom-up approach for attributing comprehension errors to mishearing individual words, and others noting that the top-down approach can lead to incorrect assumptions based on familiar vocabulary.
Learners should approach their listening process from both directions, as each can provide essential insights for understanding spoken discourse Wilson (2008) argues that these approaches are processed simultaneously during listening, a concept referred to as the "interactive model."
In summary, while listening classroom approaches may differ in presentation, their core definitions share similarities It is essential for both language teachers and students to grasp these approaches, as this understanding can enhance the teaching and learning experience.
According to Wilson (2008: 60), listening sequences should usually be divided into three parts: Pre-listening, While-listening, and Post-listening
The pre-listening stages prepare students for upcoming audio content, enhancing their chances of success During the While-listening stage, students establish a purpose for listening and employ various strategies to identify answers Finally, the Post-listening stage allows the class to verify answers, discuss challenges like unfamiliar vocabulary, and engage with the content, typically through oral or written responses.
2.1.2.3 Basic types of listening classroom performance
According to Brown (2003: 120), there are four primary types of listening performance: intensive, responsive, selective, and extensive listening Intensive listening focuses on linguistic elements such as phonemes, words, intonation, and discourse markers within a larger context Responsive listening involves reacting to brief segments of language, like greetings or questions, with concise responses Selective listening entails listening to longer discourse, such as short monologues, to extract specific information In contrast, extensive listening aims to achieve a comprehensive understanding of spoken language, prioritizing overall meaning rather than grasping every detail.
Theoretical background of portfolios
A portfolio is normally defined as a collection of students' work and development of skills over time in authentic contexts The definition of portfolios is presented by many scholars
A portfolio is defined as a purposeful collection of student work that showcases their efforts, progress, and achievements in various areas (Pauson & Meyer, 1991) Scholars have differing perspectives on portfolios; for instance, Bahar (2006) describes it as an organized representation of students' termly or yearly studies based on specific standards Similarly, French (1992) characterizes a portfolio as a chronological accumulation of a student's work that reflects their progress in one or more fields throughout a particular process.
A portfolio is a purposeful collection of students' work that effectively documents their intellectual growth over time It engages students in a reflective and collaborative learning process, particularly in acquiring a second language.
In this study, a portfolio is defined as a curated collection of students' work and materials that reflect their beliefs, values, experiences, and academic accomplishments It serves as a comprehensive showcase of a student's efforts, which can be developed, enhanced, and updated throughout their learning journey.
Gottlieb (1995, as cited in H Douglas Brown, 2003: 256) proposed that the essence and purposes of portfolios can be understood through a developmental framework represented by the acronym CRADLE, which encompasses six key features: Collecting, Reflecting, Assessing, Documenting, Linking, and Evaluating.
A portfolio is essentially a collection that showcases a learner's work and identity, allowing students to present a diverse array of their academic achievements while also reflecting their personal identities.
A portfolio serves as a reflective practice and self-assessment tool for students, utilizing journals and self-assessment checklists as essential components for an effective portfolio.
Assessment plays a crucial role in portfolio development, requiring active participation from both language teachers and students This collaborative effort focuses on evaluating the quality, improvement, and evolution of portfolios over time, which are essential characteristics of effective portfolios.
Next, besides traditional methods of testing, a portfolio is widely recognized as a crucial document in which students' academic achievement is presented
A portfolio acts as a vital connection between teachers, students, parents, and the community, showcasing the pride and effort of students It serves as tangible evidence of their identities and uniqueness.
Finally, the process of portfolio application cannot be fulfilled without evaluation This stage can be time-consuming but rewarding
According to Albert (2003), portfolios possess several key characteristics that enhance student individuality by highlighting their strengths through the submission of their best work Additionally, portfolios actively engage students in the evaluation process, serving as a communication channel between teachers and students regarding their capabilities Furthermore, these portfolios offer teachers a valuable framework for discussing students' academic progress with their parents.
In conclusion, the key characteristics of a portfolio include serving as a personal record of a learner's language experiences and indicating a student's linguistic proficiency Ultimately, portfolios are recognized as effective tools for motivating students to enhance and accelerate their second language acquisition.
Kari Smith and Harm Tillema (2003) highlighted the effectiveness of portfolios as assessment tools Given their advantages, it is essential to explore various types of portfolios to encourage both teachers and learners to embrace them as a legitimate method for evaluating students' language skills.
Smith and Tillema (2003) identified four distinct types of portfolios: the dossier portfolio, which serves as a record of achievements or a mandated collection for selection or promotion; the training portfolio, an exhibit of efforts gathered during learning or a curriculum program; the reflective portfolio, a curated collection of work that evidences personal growth and accomplishments for promotion and admission; and the personal development portfolio, which is a reflective account of professional growth over a long-term process.
Albert (2003) highlighted the fundamental differences between student portfolios and professional portfolios, noting that the latter are evaluated by clients and employers, while student portfolios involve collaboration between teachers and students in their development and assessment This distinction emphasizes the unique nature of educational portfolios, where content appropriateness is determined collectively.
Columba & Dolgos (1995) proposed a classification of educational portfolios into three main types The first type is the Showcase portfolio, where students display their best works The second type, the Teacher-Student portfolio, involves collaboration between teachers and students to determine the portfolio's content Lastly, the Teacher Alternative Assessment portfolio is maintained solely by the teacher for assessment, with all components being evaluated.
In summary, portfolios are classified based on their specific functions and contexts This study utilized a Showcase portfolio, allowing students the flexibility to choose their best work while encouraging them to continuously improve their portfolios.
Summary
This chapter has outlined a comprehensive literature review that establishes the theoretical framework for the study, drawing on key theories related to portfolios and the teaching of listening skills from notable authors including Nunan (1991), Brown (2000), and Wilson (2008), among other influential scholars.
This chapter summarizes relevant studies in the field, establishing a foundation for investigating the use of portfolios to enhance students' listening skills within the researcher's context Additionally, the literature review highlights a research gap that this study aims to address.
RESEARCH METHODOLOGY
Theoretical background of Action research
Cohen and Manion (2018) highlighted that action research is primarily situational, focusing on identifying and solving problems within a specific context The main objective of action research is to enhance the overall situation being studied.
Action research, as defined by Burns (2010), is closely linked to the concepts of "reflective practice" and "the teacher as researcher." It entails a self-reflective, critical, and systematic examination of one's own teaching environment A primary objective of action research is to identify and address issues arising within the educational context of the researcher.
Action research involves addressing a significant issue identified by participants such as teachers, students, managers, administrators, or parents The core objective is to intentionally intervene in the problematic situation to facilitate meaningful changes and improvements in practice.
In summary, action research empowers teachers to investigate their educational practices within their classrooms, aiming to implement pedagogical changes and solutions This approach emphasizes the active participation of educators in addressing their classroom challenges, with the primary objective of finding effective solutions to pedagogical issues.
3.1.2 Theoretical background of different Action research models
Susman (1983) presented a five-step model for conducting action research The five steps include diagnosing, action planning, taking action, evaluating, and specifying learning
Nunan (1992) proposed a 7 step model in action research including initiation, preliminary investigation, hypothesis, intervention, evaluation, dissemination, and follow-up
Valsa Koshy (2005:31) presented nine steps in doing action research Meanwhile, Burns (2009: 8, adapted from Kemmis & McTaggart, 1988, 11–14) identifies four steps to be implemented in action research planning, action, observation, and reflection
MacIssac (1995) has developed a simple action research protocol after Kemmis
(Figure 3.1), which includes four steps: plan, action, observe and reflect.
Figure 3.1 Simple action research model
The models of action research vary significantly, ranging from basic to elaborate structures Among these, MacIssac's (1995) model stands out as particularly suitable for the author's educational context, primarily due to its simplicity Given that the research participants possess a low level of English competence, with many at level A1, a more complex model could lead to fatigue and discouragement This model not only aids in identifying problems but also facilitates the development of appropriate solutions, forming a basis for revising the action research approach Notably, the cyclical nature of this model allows the researcher to address weaknesses and challenges encountered in initial cycles, enabling necessary adaptations in subsequent research phases.
This model consists of four main stages, namely plan, action, observe, and reflect To be more specific, the main steps of this model as follows:
- Identifying problems and causes of the problems
- Designing a plan for action for improvement
- Trying out the techniques of using listening portfolios in English lessons and making records of what happened in class
During the observation phase, teacher's journals were utilized, and both pre-tests and post-tests were conducted to assess students' listening proficiency This approach aimed to demonstrate the improvements in students' English listening skills before and after the implementation stage.
- Get information from students on the extent to which the use of listening portfolios has helped improve students‟ English listening skills
3.1.3 Rationale of using Action research
The researcher chose action research for several reasons, primarily its alignment with the study's aims and objectives This research focuses on examining the impact of portfolios on enhancing students' listening skills, allowing the researcher to investigate the effects of an educational theory—specifically, the use of portfolios in language teaching—within her own classroom Action research, defined as a comparative study of social action conditions and effects, is deemed suitable for this investigation due to its inherent characteristics Additionally, action research is recognized as effective for educational studies, as noted by Tran Thi Thu Hien (2009), who emphasized its benefits for both teachers and students through its cyclic process that meets educational needs Consequently, action research was selected as the methodology for this study.
Research context
The research was conducted over eight weeks during the first semester of the 2021-2022 school year at a rural high school in Thai Binh province, which serves over 1,000 students across 27 classes With an average of 40 to 45 students per class, many of these students come from low-income farming families, limiting their access to quality English learning resources.
The majority of students exhibit low English listening competence, with many only achieving level A1 While they generally possess a good understanding of English grammar, only a few demonstrate strong listening skills Consequently, fluent communication in English remains unattainable for most students at this school.
In terms of the staff, there are only seven teachers of English aged from 30 to
At the school, there are 45 dedicated and friendly teachers who are eager to share valuable knowledge with students Despite their commitment, they primarily rely on traditional teaching methods for English, which appear to yield limited improvements in student performance.
English competence, especially students‟ listening skills As a direct result, students' listening ability is not well- developed and improved
This research focuses on 42 students from class 10A9 at a high school in Thai Binh The selection of this group is based on several factors: the researcher directly instructs these students, facilitating the research process; their English proficiency is higher than that of other grade 10 classes, suggesting greater motivation for learning; and as newcomers to high school, they are likely to respond more effectively to the implementation of new teaching methods.
Research procedure
This action research follows the four-step model developed by MacIssac
(1995) In more detail, there are four stages in this classroom action research:
The researcher, an English teacher, observed that high school students struggled with listening comprehension in English, as many found it challenging to understand audio materials like lectures and lengthy conversations This difficulty resulted in a lack of confidence in their listening abilities, which further diminished their motivation to engage with listening skills Consequently, the classroom atmosphere became dull and uninviting, with many students either chatting with peers or remaining disengaged and silent, leading to widespread boredom and inactivity during listening lessons.
In the initial week of the research cycle, a pre-test was conducted to assess students' listening abilities through a listening test (refer to APPENDIX 4) Concurrently, a pre-questionnaire was administered to the experimental group to gather insights on their perceptions of English listening skills, their proficiency levels, and the challenges they faced while listening to English The findings from both the pre-questionnaire and the pre-test will be thoroughly analyzed and presented.
The researcher aims to address identified issues by implementing strategies to enhance students' listening skills and boost their learning motivation.
- Increase the frequency of testing listening skills in English classroom lessons
The intent of this act is to increase the frequency of assessing listening skills as well as activate their motivation for listening to English
- Introduce listening portfolios to students
This initiative focuses on introducing students to the concept of portfolios as a valuable learning tool The educator outlines the definition and characteristics of portfolios, details the steps for implementing listening portfolios, and highlights their role in enhancing students' listening skills.
This research spanned 8 weeks, from week 5 to week 13 of the first semester of the 2021-2022 academic year The initial week focused on the introduction, pre-questionnaire, and pre-test, while the final week was dedicated to the conclusion, post-questionnaire, and post-test Students had the freedom to select topics of their choice during these two weeks.
The researcher conducted action research with the experimental group (class 10A9) using the Tiếng Anh 10 textbook, implementing weekly listening portfolios A pre-test was administered to assess the students' initial listening levels before the treatment Following the treatment, all students participated in a post-test to evaluate the effectiveness of the listening portfolios on enhancing their listening competence.
The teacher provides reliable sources suitable for B1 level students to find listening texts Each week, students work in groups of 4 or 5 to select a topic from the weekly theme and search for relevant audio or video clips, which must be submitted for validation These mixed-ability groups enhance collaboration, allowing students to support one another, thereby boosting their motivation, listening skills, and cooperative abilities Additionally, students are tasked with designing various listening activities based on the texts and summarizing them Writing reflections is also a mandatory requirement for all students.
Students are encouraged to submit their group learning outcomes at the start of the next lesson to enhance their focus and effort in group work Additionally, five minutes will be allocated in each lesson to review students' learning outcomes and assess their comprehension of the listening materials.
All groups are required to share their listening files and tasks with one another to receive feedback according to the listening portfolio guidelines (refer to Appendix 8) Simultaneously, each group must listen to the texts created by other groups and complete the assigned tasks.
Students are required to write a reflection using the provided checklist, which highlights their group members' contributions, the challenges faced during the process, and the solutions and suggestions they developed Additionally, they should articulate what they learned from the implementation of listening portfolios and how their listening skills have improved.
To make sure that students understood what they had to do with listening portfolios, the researcher decided to provide students with some training in week 1
The research conducted both online and offline meetings to assist students in selecting listening files, taking notes during listening sessions, designing listening tasks, and writing reflections Detailed information will be provided in the appendices.
This classroom action study consists of a single overarching cycle, which includes multiple smaller cycles repeated after each meeting Following each small cycle, problems and solutions are identified, leading to the implementation of subsequent research cycles Although the research procedure is repeated, adaptations are made based on the issues identified in the initial cycle Each research cycle features an action stage that includes two meetings focused on free topic listening and one discussion meeting.
8) in which the researcher and the participants discuss the issue to be solved during the research process
To facilitate the creation of listening portfolios, the researcher provides students with a comprehensive guideline and relevant listening topics aligned with the course book Tiếng Anh 10- tập 1, Sách thí điểm This initiative aims to enhance students' listening skills in specific areas, allowing for easier assessment of their progress Listening portfolios are designated as home assignments and extracurricular activities, encouraging students to complete them at home and share their findings and reflections during English lessons While this approach promotes student engagement, some may find the process time-consuming and challenging Notably, listening portfolios contribute to 25% of the regular assessments in the first semester of the 2021-2022 school year.
The following form is used as a guideline for students to carry out their portfoliosː
Table 3.1 The procedure of listening portfolio application
WEEK TOPIC STUDENTS‟ ACTIVITIES NOTE
1 Introduction listening portfolios: process, requirement, scoring
Pre- test and pre-questionnaire Free listening topic
Listen to the tape (videos, songs, films…),
+ take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + work in groups/individually + write reflections
(adapted from the topic in
Listen to the tapes + take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + work in groups + write reflections
(adapted from the topic in
Listen to the tape + take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + write reflections + The role of group members should be changed
4 Topic: Your body and you
Listen to the tape + take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks
WEEK TOPIC STUDENTS‟ ACTIVITIES NOTE
5 Topic: Your body and you
Listen to the tape (videos, songs, films…),
+ take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + write reflections
Listen to the tape + take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + write reflections
7 Topic: Volunteer work Listen to the tape
+ take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + write reflections
Post-test and post questionnaire
Listen to the tape + take note main ideas, new words/phrases/structures
+ summarize the listening file + design listening tasks + write reflections Finish the post- test and the post questionnaire
The researcher faces significant challenges in assessing students' performance outside of the classroom setting To effectively evaluate their progress, the researcher relies on various methods, including brief classroom observations, students' reflections, teacher journals, and improvements in listening skills measured through listening tests and classroom activities.
The teacher plays a crucial role in the success of student-owned listening portfolios by facilitating language learning in a student-centered environment This approach shifts the focus from teacher-led instruction to empowering students, where the teacher provides guidance and support as needed In group activities, the teacher acts as an observer and mediator, addressing issues and helping resolve conflicts among students Ultimately, it is essential for teachers to create opportunities for discussion, sharing, and practicing the target language through listening portfolios.
Data Collection Instruments
The researcher selects suitable data collection techniques based on the research questions, utilizing questionnaires, teacher's journals, and tests in this classroom action research.
The questionnaire is a preferred data collection tool due to its convenience and practicality, as highlighted by Zoltán Dörnyei and Tatsuya Taguchi (2010), who note its prevalence in second language research They emphasize that questionnaires enable researchers to systematically seek answers to their research questions This perspective is further supported by Jon A Krosnick and Stanley Presser (2009) in their article "Question and Questionnaire Design," where they assert that questionnaires are essential to the research process, serving as its core component.
This study involved administering a questionnaire exclusively to students in the experimental group, both prior to the treatment and at the conclusion of the research The aim was to assess learners' attitudes towards the implementation of listening portfolios, evaluate the effectiveness of this assessment method, and identify the challenges faced by learners in compiling their portfolios.
The pre-questionnaire includes six questions designed to assess students' academic backgrounds, listening abilities, perceptions of English listening skills, challenges in learning these skills, and their experiences with English listening outside the classroom In contrast, the post-questionnaire features 16 questions aimed at evaluating students' attitudes towards listening portfolios, the difficulties they encounter with them, and the impact of these portfolios on their listening proficiency To ensure comprehensive understanding, the author presents both questionnaires in English and Vietnamese.
Before using the questionnaire, the researcher conducted a pilot test, as emphasized by Burns (2009:89), who states that "there is a lot of trial and error involved in getting to a good final version." This piloting process is crucial for developing effective research questionnaires The author initially distributed the first version to 10 students to assess its quality Following the pilot, modifications were made, including the conversion of open-ended questions into Likert scale items, facilitating quicker and easier responses from participants.
The questionnaires were developed using the theoretical frameworks established by Zoltán Dörnyei and Tatsuya Taguchi (2010), alongside Gary Buck's (2002) methods for assessing listening skills and H Douglas Brown's (2003) theories on portfolios as an alternative assessment tool The design also considered the nature, advantages, and disadvantages of these approaches as discussed in the literature review.
According to Brown (2003), a test is fundamentally a method for assessing an individual's ability, knowledge, or performance in a specific area He emphasizes that a test serves as an instrument, comprising various techniques, procedures, or items that necessitate active participation from the test-taker.
“test must measure Some tests measure general ability while others focus on very specific competencies or objectives” According to Brown and Abeywickrama
(2004), a test can be defined as a method of measuring a person‟s ability, knowledge, or performance in a given domain It can be seen that these two definitions are quite similar in nature
In this research, two sets of listening tests were conducted to assess students' listening abilities The pre-test, administered at the beginning of the teaching process, aimed to evaluate initial listening skills, while the post-test, conducted at the end of the trial phase, sought to determine the improvement in students' listening skills after utilizing listening portfolios The researcher served as the examiner, and the tests were designed to evaluate various listening sub-skills, including listening for detailed, specific, and general information.
The listening tests consist of four distinct tasks designed to evaluate specific listening skills and overall comprehension These tasks are selected in accordance with the language assessment principles established by Brown (2003) and the listening assessment approaches suggested by Gary Buck (2001), as detailed in the literature review.
The researcher selected both the pre-test and post-test from the Cambridge English Preliminary English Test for Schools 2, published by Cambridge University Press in 2010, due to the publisher's esteemed reputation for high-quality, verified educational materials Additionally, the book aligns well with the students' academic abilities, as the participants, having entered high school, are expected to possess English competence at the B1 level.
Moreover, the writer found that the chosen listening tests meet the requirement of the researcher' expected tests, which possess the following criteria:
- The test must be suitable for students who have started to take the B1 course
- The topics covered in the test must be related to the topics that students have learned in Tiếng Anh 10
- The test must be valid and reliable
There are 4 parts in the test The format of the listening test was in the following table:
Table 3.2 The format of pre- test and post- test
The test results provide a clear and objective measure of students' listening proficiency; however, they may not fully capture students' true abilities due to psychological factors and issues related to test reliability and validity To gain a more comprehensive understanding of the experimental group, additional tools such as questionnaires and teaching journals were utilized.
A journal is a personal account that captures one's thoughts, feelings, and progress towards goals, as noted by Brown (2003: 260) It emphasizes content over grammar and structure, allowing for free expression Brown also highlights the significance of journals in education, stating they play a crucial role in fostering student reflection and self-direction.
Each week, researchers document students' participation in compiling listening portfolios, focusing on their attitudes, challenges, and benefits gained from the process By observing student activities and reflections, teachers can enhance the specificity and objectivity of their journals.
Data collection procedures
The following steps are conducted by the researcher to collect the data from students' listening test results, teacher's journals, and questionnaires
In the initial week of treatment, a pre-test was administered to the experimental group to ensure research reliability and assess students' listening competence The researcher provided an introduction to English portfolios, detailing the compilation process, requirements, and scoring criteria To facilitate the portfolio compilation, clear written instructions were given to ensure all students understood the expectations This week's listening topic was left open for students to choose freely.
From weeks 2 to 8 of the treatment, the researcher continued to implement the research treatment, where students in the experimental group (class 10A9) utilized listening portfolios The listening topics during this period were adapted from Units 1, 2, and 3 of the textbook "Tiếng Anh 10, Sách thí điểm."
Over an eight-week treatment period, the researcher analyzed teacher's journals to gain insights into students' learning processes, attitudes, challenges faced while working on listening portfolios, and their level of participation in each lesson.
In the final week of treatment, the experimental group completed a post-test to assess the impact of listening portfolios on their listening skills The results of the listening test serve as a reliable measure of this impact Additionally, students answered a questionnaire with 16 questions regarding their attitudes towards the listening portfolio, challenges faced in compiling it, their academic progress in listening competence, and suggestions for future implementation Clear instructions were provided by the teacher to ensure students understood the questions and could select appropriate answers To enhance clarity, a Vietnamese version of the questionnaire was available for those who needed it, ensuring the validity and reliability of their responses Students were also allowed to complete the tasks independently to minimize external influences on their answers.
The collected data was sorted, and analyzed to draw out conclusions and implications for further studies.
Data analysis method
The pre-questionnaire consisted of multiple-choice questions aimed at uncovering students' perspectives on the significance of English listening skills, their proficiency levels, and motivations for practicing these skills Additionally, it gathered data on students' opinions regarding methods to enhance their English listening abilities and their attitudes towards participating in supplementary English listening activities.
The research utilized a Likert-Scale questionnaire, featuring a rating system that ranges from (1) Strongly disagree to (5) Strongly agree, allowing participants to express their level of agreement or opinion.
The questionnaire data were quantitatively analyzed using SPSS 20 to determine the means and standard deviations for each item, focusing on students' attitudes toward listening portfolios, their perceptions of the impact of portfolios on listening skills, and the challenges faced in compiling these portfolios The findings are presented through tables and charts, enhancing the clarity and accessibility of the research results for readers.
The listening tests aimed to assess students' English listening competence before and after treatment with listening portfolios The analysis of test results, conducted using SPSS 20, aimed to determine the effectiveness of listening portfolios in enhancing students' listening abilities By comparing means and standard deviations, the study provided insights into the impact of listening portfolios on students' listening proficiency, revealing the extent of improvement in both control and experimental classes following the experimental period.
The teacher's journals will be collected and analyzed thematically after each round of action research A deductive approach to thematic analysis will be employed, focusing on preconceived themes derived from the literature review and research questions These themes include students' attitudes towards portfolio application, improvements in English listening skills following portfolio use, challenges faced in compiling listening portfolios, and students' suggestions for enhancement.
The qualitative analysis of teacher's journals revealed common themes through a systematic coding procedure based on the method by Braun and Clarke (2008) This process involved six key steps: familiarization with the data, coding, generating themes, reviewing themes, defining and naming themes, and finally, writing up the findings.
Summary
This chapter outlines the research methodology, providing a comprehensive overview of the study's definition and procedures It details the research setting and the data collection instruments utilized, such as teaching diaries, tests, and questionnaires, along with the procedures for data collection Furthermore, the chapter explains the analysis of the collected data.
